Leadership Practices in Three Schools

OBJECTIVE
The purpose of this study was to examine the leadership practices of principals who lead public schools that were selected based on the New York City’s school report card standards.

METHODOLOGY
The research design was a case study of three public elementary school principals in New York City and 38 school leadership teams. Principals (one Hispanic male and two Caucasian females) completed the Leadership Practices Inventory. Interviews were held with the principals, and separately with their school’s leadership teams.

KEY FINDINGS
The most frequently engaged in leadership practice was Modeling, followed by Enabling, Inspiring and Encouraging, and then Challenging and this ranking was the same across all three principals.